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HAPS Curriculum Intent 

Many of our students join us having become disengaged from learning and not seeing the value of education; they often have gaps in their knowledge and understanding because they have experienced disruption to their mainstream schooling.  Students have a core curriculum to meet the academic expectations of secondary school education centred around Maths, English and Science but with opportunities to personalise their curriculum breadth and build on personal interests or explore new fields, through various units. We strive to meet individual needs whilst providing a suite of core subject areas that gives students the tools to carry on their educational journey beyond HAPS. 

Some academic data for each student is usually provided by their mainstream schools at the point of referral, but we also complete a series of baseline assessments with each student as part of their integration process. These assessments are analysed and differentiated approaches are utilised from this data to improve academic attainment. We execute this by balancing the strategies of filling knowledge gaps from missed any learning and by stretching students with new skills, breeding confidence and achievement. 

The majority of our work around the curriculum is pastoral. Students who are referred to us are likely to have had poor experiences within the educational system previously, along with other difficulties perhaps at home or in the community. We also accept referrals and support students who have either Social, Emotional or Mental Health (SEMH) issues. With strategies that focus on promoting positive relationships and wellbeing, more supportive class sizes and a curriculum that is centred on Personal Development, we strive to ensure that students reflect on their behaviours, become more aware of the world around them, build their resilience and heighten their emotional literacy. Academic progress and achievement varies from student to student, however we share the same goal in terms of them personally; we want our students to leave us as well-rounded individuals, with a respect for themselves, each other and are equipped for further education or employment. 

Some students may require more personalised support at times, this may be in academia, pastoral or literacy. We have various strategies to support students dependent on their need. Focussed academic interventions per subject allow for addressing issues with attainment. We have a literacy programme to address lower than average reading ages and spelling ages, which are measured each term. In some cases we can offer flexible timetables, that don’t offer the entitled hours of education, but will constantly be reviewed with the aim of returning to full-time education. 

We want our students to feel comfortable, to work with them and their families in responding to any personal challenges and support as much as we can on all fronts; we tailor the curriculum around this whilst keeping the ethos of the school central. We will all show hard-work in our approach, doing our best by each other. We aspire to be better personally and academically to positively impact our future. We strive for progress across the curriculum and in our skillset and we understand that progress, for all is individual. 

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